DDEL is one of 17 special interest groups of the Council for Exceptional Children (CEC), the largest international professional organization dedicated to improving educational outcomes for individuals with exceptionalities, including students with disabilities and those identified as gifted. DDEL advances educational opportunities for culturally and linguistically diverse learners with disabilities and/or gifts and talents, their families, and the professionals who serve them.

It is the only professional organization dedicated exclusively to the concerns of culturally and linguistically diverse exceptional learners.

 

ILLINOIS DIVISION:

 CULTURALLY AND LINGUISTICALLY DIVERSE LEARNERS (IDDEL)

Resources for Supporting Families of Diverse Learners

 

Al-Hassan, S., & Gardner, R. (2002). Involving immigrant parents of students with disabilities in the educational process. Teaching Exceptional Children, 34 (5), 52-58.

Barrera, I., & Kramer, L. (2009). Using skilled dialogue to transform challenging interactions honoring identity, voice, and connection. Baltimore, MD: Paul H. Brookes Pub.

Bradley, et al. (2007). Latino language minority students in Indiana: Trends, conditions, challenges. Bloomington, IN: Center on Evaluation of Educational Policies Special Report.

Breiseth, L., Robertson, K., & Lafond, S. (2011) A guide for engaging ELL families: Twenty strategies for school leaders, Colorin Colorado. http://www.colorincolorado.org/guide/guide-engaging-ell-families-twenty-strategies-school-leaders

Brown, J. E., & Doolittle, J. (2008). A cultural, linguistic, and ecological framework for response to intervention with English language learners. Teaching Exceptional Learners, 40(5), 66-73.

Chamberlain, S. P. (2005). Recognizing and responding to cultural differences in the education of culturally and linguistically diverse learners. Intervention in School & Clinic, 4,(4), 195.

Collier, C. (1998). Separating difference from disability: Assessing diverse learners. Ferndale, WA: Cross Cultural Developmental Educational Services

Cross, T. (1995-1996, Fall-Winter). Developing a knowledge base to support cultural competence. Family Resource Coalition Report, 14, 3-14. In Edgar, E., Patton, J. M., & Day-Vines, N. (2002). Democratic dispositions and cultural competency: Ingredients for school renewal. Remedial and Special Education, 23 (4), 231-241.

Dray, B. J., & Wisneski, D. B. (2011). Mindful reflection as a process for developing culturally responsive practices. Teaching Exceptional Children, 44 (1), 28-36.

García, S. B. (2002). Parent-professional collaboration in culturally-sensitive assessment. In A. J. Artiles & A. A. Ortiz (Eds.), English language learners with special needs: Identification, placement, and instruction (pp.87-103). Washington, DC: Center for Applied Linguistics.

García, S. B., & Dominguez, L. (1997). Cultural contexts which influence learning and academic performance. Child and Adolescent Psychiatric Clinics of North America, 6(3), 621-655.

García, S. B., Méndez Pérez, A., & Ortiz, A. A. (2000). Interpreting Mexican American mothers’ beliefs about language disabilities from a sociocultural perspective: Implications for early childhood intervention. Remedial and Special Education, 21(2), 90-100.

García, S. B., & Ortiz, A. A. (2008; copyright 2009). A framework for culturally and linguistically responsive design of response-to-intervention models. Multiple Voices for Ethnically Diverse Exceptional Learners, 11(1), 24-41.

Goldstein, B. A., & Fabiano, L. (2007, Feb. 13). Assessment and intervention for bilingual children with phonological disorders. The ASHA Leader, 12(2), 6-7, 26-27, 31

González, N., Moll, L. C., & Amanti, C. (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Mahwah, NJ: Erlbaum.

Harry, B., Klingner, J., & Hart, J. (2005). African American families under fire: Ethnographic views of family strengths. Remedial and Special Education, 26(2) 101-112.

Harry, B. (2010). Melanie, bird with a broken wing: A mother’s story. Baltimore: Paul H. Brookes Publishing Co.

Harry, B., & Waterman, R. (2008). Practitioner brief: Building collaboration between schools and parents of English language learners: Transcending barriers creating opportunities. NCCREST.

Kalyanpur, M., & Harry, B. (1999). Culture in special education: Building reciprocal family – professional relationships. Baltimore: Brookes Publishing

Kim, K., Lee, Y., & Morningstar, M. (2007). An unheard voice: Korean American parents’ expectations, hopes, and experiences concerning their adolescent child’s future. Research and Practice for Persons with Severe Disabilities, 32(4), 253-64.

Lupi, M., & Tong, V. M. (2001). Reflecting on personal interaction style to promote successful cross-cultural school-home partnerships. Preventing School Failure, 45 (4), 162-166.

Lynch, E. W., & Hanson, M. J.  (2004) (Eds.). Developing cross-cultural competence: A guide for working with children and their families (2nd Ed.). Baltimore, MD: Paul H. Brookes Publishing Co.

Sapon-Shevin, M. (2007). Widening the circle: The power of inclusive classrooms. Boston: Beacon Press

Sánchez, S. Y. (1999). Learning from the stories of culturally and linguistically diverse families and communities. Remedial and Special Education, 20(6), 351-359.

Seidl, B., & Pugach, M. C. (2009). Support and teaching in the vulnerable moments: Preparing special educators for diversity. Multiple Voices, 1 (2), 57-75.

Ting-Toomey, S., & Chung, L. C. (2007). Understanding intercultural communication. New York: Oxford University Press.

 

Thomas, E., El-Kashlan, H., Zwolan, T.A. (2008). Children with cochlear implants who

live in monolingual and bilingual homes. Otology & Neurology, 29, pp. 230-234.

 

Trumbull, E., Rothstein-Fish, C., Greenfield. P. M., & Quiroz. B. (2001). Bridging cultures between home and school: A guide for teachers. Los Angeles: WestEd.

Turnbull, et al. (2015). Exceptional lives: Special education in today’s schools. New Jersey: Pearson Publishing, Inc.

Turnbull, et al. (2015). Families, Professionals, and Exceptionality: Positive Outcomes Through Partnerships and Trust. New Jersey: Pearson Publishing, Inc

Wang, M., McCart, A., & Turnbull, A. P. (2007). Implementing positive behavior support with Chinese American families: Enhancing cultural competence. Journal of Positive Behavior Interventions, 9(1), 38-51.

Whitbread, K. M., Bruder, M. B., Fleming, G., & Park, H. J. (2007). Collaboration in special education: Parent-professional training. Teaching Exceptional Children, 39 (4), 6-14.